Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16198
Title: 
Putting the case for the case study
Authors: 
Keywords: 
Case study
Research
Classroom research
Multi-method
Teachers
Issue Date: 
1992
Citation: 
Singapore Journal of Education, 12(1), 52-67
Abstract: 
This paper sets out to review the on-going case study debate. We do not aim to enter the qualitative/
quantitative discussion, nor do we suggest that the case study is the ultimate or only form of research.
We suggest that case studies should be used in conjunction with other forms of research. What is
important is that the techniques selected are appropriate for any proposed research undertaking so
that quantitative and qualitative strategies can meaningfully co-exist within the same research
project.
We do, however, suggest that in certain sectors the case study approach is misunderstood and
under-utilized. The focus of the paper is an objective discussion of a number of issues which have
been raised about the case study strategy. The discussion does not assume that there is 'one type' of
case study, rather it refers to the multitude of case study approaches which can be classified under
the case study label.
In addition to a review of the case study debate and some research strategies associated with the
approach, the paper discusses a number of pertinent issues which continue to generate much debate.
The issues of procedure, a multi-method strategy, objectivity, generalizability and presentation are
reviewed in relation to case study research.
The case study approach has weaknesses, and its share of critics, but has become an established
and respected form of research. Issues involved in case study research still need to be considered as
it becomes more accepted as a viable and insightful form of research.
URI: 
ISSN: 
0129-4776
Appears in Collections:Journal Articles - Singapore Journal of Education

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